PSYCHO-DEMOGRAPHIC FACTORS AND SCIENCE RELATED CAREER CHOICE AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE

PSYCHO-DEMOGRAPHIC FACTORS AND SCIENCE RELATED CAREER CHOICE AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE

PSYCHO-DEMOGRAPHIC FACTORS AND SCIENCE RELATED CAREER CHOICE AMONG SECONDARY SCHOOL STUDENTS IN RIVERS STATE

 

BY

 

EKEKE, IBUBULEYE MACDONALD (B.Sc Ed M.Ed)

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AND 

 

 

ODIASE, JERRY EDOBOR (Ph.D)

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Department of Educational Psychology, Guidance and Counselling, Faculty of Education, University of Port Harcourt

 

 

Abstract

The study investigated psycho-demographic factors and science related career choice among secondary school students in rivers state. Correlation and descriptive research design was used in the investigation. A sample of 675 SS2 students were drawn from a population of 13,204 SSII students across the 268 public secondary schools in the three senatorial zones in the state. Multiple stages of sampling procedures were used to draw this sample size. Two instruments namely “Science Career Choice Inventory (SCCI)and Raynolds Adaptable Intelligence Test, Non-Verbal (RAIT-NV)were used for the study. Experts vetting was used in validating he instruments while  the reliability was determined using KR₂₀and Cronbach Alpha method with reliability indices of 0.71 SCCI and 0.82 for RAIT-NV. Simple linear regression and 2-way ANOVA were used to analyze the data generated from the research instruments. Result of the study showed that intelligence relates about 0.3% with science career choice and it (p=0.14>0.05) insignificantly predict science related career choice among secondary school students in Rivers State. Also it was found that intelligence significantly predict science related career choice differently among male and female secondary school students(p=0.03<0.05) in Rivers State with a higher prediction on the female students. It was concluded that while genderis a strong predictor of career choice in general and not just limited to science related ones, it is obvious that intelligence level of students is surprisingly not a significant predictor of such.However, neglecting intelligence level totally in the choice of career by students could as well prove to be a calamity and as such, the implication for guidance counselors is that they should consider the IQ level of students though not found to be related to choice.

Keywords: Intelligence, Gender, Science, Career Choice

Introduction

Education is generally recognized as one of the most important factor for human growth. It is the key to reaching the MDGs. Moreover, Government, parents, communities and different organizational bodies spend quality time, money and effort in the education of their children both in and outside of the school system. Odiba (2007) holds the view that “the school is essentially a social system consisting of well-defined boundaries within which individuals inter-relate in the performance of activities for the purpose of attaining educational goals”

Furthermore, education is a major driver of social change that often triggers upward movements in the structure of communities, narrowing the gap between the various layers of the society. It represents a fundamental right of children, irrespective of status and background. The international dialog on core rights is not about the mere provision and access to education, but concerns its role in sustaining the optimal development of each student.

An American author Napoleon Hill has wisely remarked, “No man can succeed in a line of endeavour which he does not like” and it’s very true, indeed. One needs to be on the right career track coupled with an appropriate set of skills to flourish outright. However, deciding which career to opt for have always be a daunting task for many, especially young teenagers, who are faced with numerous career choices and are constantly bombarded with unsought, frivolous advice from virtually every one they meet in today’s world. With respect to children or students with special needs, choosing a career might always be a serious issue to them without proper guidance. At every point in time, they may in one way or the other be at the dilemma of choosing a career that can earn them both the emotional as well as the social satisfaction that they need to compensate their special needs challenges. There is no doubt about the fact that inability to choose a better career especially in science related areas can be most worrisome and this inability may cause serious emotional disturbance that may lead to a life-long dissatisfaction.

It is certain that science is a dynamic human activity concerned with   understanding   the workings of our world. This   understanding   helps   man   to   know more about   the   universe.    Without   the   applications   of   science, it would have been difficult   for man to explore the other planets of the universe. Emphatically, science is the foundation upon which the bulk of present day technological breakthrough is built. Nowadays, nations all over the world including Nigeria are striving hard to develop technologically and scientifically, since the world is turning scientific and all proper functioning of lives depend greatly on science.Science for the purpose of this study comprises of the basic disciplines such as Physics, Chemistry, Mathematics and Biology.  Many investigations have shown that secondary school students are exhibiting dwindling interest in Science (Esiobu, 2005). According to Adegoke (2008), since science is an all-important discipline, it is easily observed that a lot of students find it naturally attractive for making their career not minding their proficiency or aptitude in the area

Career also includes a general description that includes occupation, vocation and profession. It is a sequence of jobs, positions or occupation which one is engaged in all through his or her life time. Hall and Chandler (2005) opined that in this case "a career" is seen as a sequence of related jobs usually pursued within a single industry or sector e.g. "a career in education" or "a career in the building trade".

            It is a sequence and variety of occupations undertaken for a significant period of a person's life and with opportunities for progress (Schreuder, 2006). More broadly, 'career ' includes life roles, leisure activities, learning and work. It includes the sum total of paid and unpaid work, learning and life roles you undertake throughout your life. The term 'career' was traditionally associated with paid employment and referred to a single occupation. In today's world of work the term 'career' is seen as a continuous process of learning and development. As you gain more experience in the world of work and undertake a variety of life experiences, you are building your unique career path. All life experiences, including paid work, sporting interests and managing a household should be drawn upon as evidence to a potential employer that one is the person for the job. This means that in engaging an individual for a job or profession, more details should be paid to the individual’s innate abilities as well as their personal information.

In an embracing definition Super cited in Awujo(2007) noted that a career is the sequence of occupations engaged in an individual during his life time, including positions held early and late in one’s life. Such as the unpaid working position of a student and the non-working paid position of a pensioner. The above definition notes that career has to do with a chosen life work or the overall work one does in a given job or occupation in his or her life time, through which he or she earns a living   

The choice of career is an inevitable decision and action that one must take in life. This lies in the fact that one’s chosen career or occupation is his or her means of livelihood, survival and lifestyle. It is that which a student cannot do without while in school or after school. A career is the progress through life with respect to one’s work, a means of earning a living, a profession”. Iwuama (1999) described a career as ‘a pattern of decision, transaction and adjustment related to one’s role in work, education, family, community and leisure”.

            Awujo (2007) noted that career choice is a developmental process. This process is established from a continuous collection of experiences which would start from no other place but the home and it spans through a person’s lifetime. Mustapha & Selvaroju (2015)added that, the choice of a career starts from primary school as fantasy, where pupils are found saying what they would want to be in the future; ranging from being doctors, engineers, to lawyers, nurses, and so on.. Career choices preparation focuses specifically on issues related to the world of work. Experiences gained in a variety of work place situations will help you to prepare for transition to a work environment, or to post-secondary education or training (Ohwerei&Nwosu, 2009).Alutu (2001) noted that career development and choice should be initiated as early as nursery school years, through the primary, secondary and to the tertiary school levels. That is why Okobiah & Okorududu (2004) opined that career refers to a variety of work and non-work situations which usually span through the entire life of an individual. To them, career is generally related to a pattern of decision, transaction and adjustment which affects one’s role in work, education, family, community development and leisure. The National Career Development Association (2003) stated that career is the totality of work-paid and unpaid that an individual does in his/her lifetime. Hence, career embraces a sequence of positions jobs or occupations which an individual holds during his/her life time. In another consideration, it could be that the career attachment of an individual is a function of their intelligence.

Intelligence has been defined in many different ways to include the capacity for logic, understanding, self-awareness, learning, emotional knowledge  reasoning, planning, creativity, and problem solving. It can be more generally described as the ability to perceive or infer information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or context. A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings "catching on,""making sense" of things, or "figuring out" what to do.

Human intelligence is the intellectual power of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. Intelligence enables humans to remember descriptions of things and use those descriptions in future behaviors. It is a cognitive process. It gives humans the cognitive abilities to learn, form concepts, understand, and reason, including the capacities to recognize patterns, comprehend ideas, plan, solve problems and use language to communicate. Intelligence enables humans to experience and think.

                Maich (1995) also stated thatintelligence has been defined in many ways to include the capacity for logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, and problem solving. It can be more generally described as the ability to perceive or infer information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or context.

Gottfredson cited in Bhargava (2017), saw intelligence as a general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings "catching on,""making sense" of things, or "figuring out" what to do. For long, intelligence has been confused for aptitude, and has been considered an apt parameter for making career decisions. However, aptitude and intelligence differ in nature              

Intelligence also involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts”. Rather, it reflects a broader and deeper capability for comprehending our surroundings, "catching on,""making sense" of things, or "figuring out" what to do. In terms of education, intelligence has to do with a students’ mental ability to deduce relationships between and within subjects, read, comprehend, and carry out specific task required independently towards achieving an educational goal.

In the light of this, Ogidi (2017) defined intelligence in education as the ability to recall what was learnt in the past. In terms of biology, it is the ability to adapt to different environment, in psychology it is the ability to make judgment in relationships while in computing, it represent the ability to process information quickly.

intelligence level of a student to a great extent may determine if he or she can handle the tasks involved in a particular profession. Hence, intelligence is being considered as a variable that may predict career choice. Though according to Bhargava (2017) intelligence and aptitude are both important for success but aptitude takes precedence due to its inherent nature. This is quite acceptable because while intelligence is general nature, aptitude specializes in a particular aspect or trait.

            Science as an area of discipline requires the understanding of basic fundamental scientific concepts and which requires not just aptitude but a certain intelligence level. According to Robert (2002), an interesting study published by the University of Wisconsin suggests that science students on the average do possess some degree of intelligence.

Gender is the affirmation of an individual masculinity or feminist. It’s a phenomenon defining us as male or female. it is also important to note that gender may play a significant role in the performance of students in the various area. While it is postulated that gender may play a role in the success of individuals in certain field, some on the other hand are noted to be insignificantly related. For instance, few researchers have reported that male students perform better in computational related areas than the female students. It is also noted that while some student based on their gender can perform some task independently, some others based on gender restrictions may not have such ability to cope or resist such. As such, career choice cannot be complete without the mention of individual gender. It was a common practices in the old days to find feudalism converting it into a family affair where the son of a blacksmith was destined to become a blacksmith and a feudal was born a leader. Hence, it could be that either the male or female gender could perform better in science related areas. This also forms part of the suspicion of the researchers. On this note, it is imperative that secondary school student’s choice of science as a discipline may be confounded by their level of intelligence in schools in Rivers States.  It is upon this background that the study is founded.

Statement of the Problem

A  career that has been chosen without the list of pros and cons may highly affect ones routine and subsequently his or her life. When it comes to students making a career choice, we must all agree that it is quite natural that they find it difficult. At such a nascent age, some students tend to make the wrong choices because he or she is completely clueless about what they want to pursue. Most of them at that scenario tend to influence their decisions by conforming to their peers, the society or their family. Most students do not seem to make  rational decisions at that given point in time. On the other hand, career guidance/counseling services in Nigerian secondary schools have for a very long time been left in the hands of school teachers who are already overloaded and without professional training in the area of guidance and counseling. Science is seen as a prestigious and lucrative area of discipline in our society, so most parents consciously or subconsciously make their children choose this area. Sometimes, even without direct pressures from parents, some students opt for sciences like medicine just because of how they wish to be perceived. Many of them get into these areas without proper foundation. Hence, they find it overbearing and extremely tasking to cope with the demands of their studies. Recently, an undergraduate committed suicide in Bayelsa State and his reason was that he failed his Medical Examinations for the third time. He also added on his suicide note that his parents were disappointed as they really wanted him to become a medical doctor. This further portrays the fact that people go science related areas because of external influence rather than their personal abilities. The society today is filled with graduates who come out of science related areas but with little or no idea of what they should do in their various fields. Therefore, in the light of the above considerations, the researcher found it necessary to carry out this study on psycho-demographic factors and science related career choice among secondary school students in Rivers State.

 

Objectives

1. To ascertain the extent to which intelligence predicts science related career choice among secondary schoo
2. To ascertain the extent to which intelligence predicts career choice among secondary schoo based on gender.

Research Questions

The following research questions were used to guide the study;

1. To what extent does inte predict science related career choice among secondary schoo?
2. To what extent does intepredict science related career choice among secondary schoo based on their gender?

 

Hypotheses

The following hypotheses are formulated too guide in the study;

1. Intelligence does not significantly predict science related career choice among secondary schoo students in Rivers State.
2. Intelligence does not significantly predict science related career choice differently among male and female secondary school students.

 

Methods

In this study, both correlation and descriptive research design was adopted. Correlation design was adopted because the researcher sought to investigate if intelligence can predict science career choice among secondary school students in Rivers state. Also, descriptive design was adopted because the researcher also sought to see the influence gender as it influence intelligence predicting science related career among students.  Geographically, the study was carried out in Rivers state.    The population of the study consisted of all SS2 Science students in public secondary schools in Rivers State. As at the time of the study, there were 13,204 SSII students across the 268 public secondary schools in the three senatorial zones in the state. Sample of the study included 675 SS2 science students drawn from the three senatorial zones (Rivers East, Rivers West and Rivers South-East). The researcher used multiple stages of sampling procedures. Firstly, simple random sampling by ballot was used to select 15 schools from each of the senatorial zones. By this, all the names of public schools in each zone was written and folded in pieces of paper. Fifteen pieces were handpicked after this to reveal the names of the selected schools. This gave a total of 45 schools. After this, the researcher used purposive sampling technique to identify science students in SS2 in each of the 45 schools. Then, stratified (non-proportionate) sampling was used to draw 15 SS2 students comprising of 8 males and 7 females from each of the Science Classes. This gave a total of 318 males and 357 females making it 675 students, which formed the sample size. Two instruments were used for the study. They are the Raynolds Adaptable Intelligence Test- Non-verbal (RAIT-NV) and “Science Career Choice Inventory (SCCI).The RAIT-NV is a rapid, reliable, and valid intelligence test designed for group or individual administration. Unlike many similar measures, the RAIT can be administered via computer. It is composed of seven subtests that assess crystallized intelligence, fluid intelligence, and quantitative aptitude or intelligence. It is also designed to provide continuity of measurement across a wide age span. The test assesses crystallized, fluid, and quantitative intelligence. Age range are between 10-75 years with 20 minutes’ administration time. The test basically uses picture representations to assess intelligence. The test contains 95 items in all.

On the other hand, the Science Career Choice Inventory (SCCI) includes several items designed to measure choice of students in science. It used a 5-point Likert scale of Like very much, Like, Indifferent, Dislike, and Dislike very much. The items are all positively keyed, weighted 1-5.

            Face and content validity of the Science Career Choice Inventory (SCCI)was determined using expert’s opinion. Copies of the instrument were given to the project supervisor and two other experts in the area of measurement and evaluation for assessment. The reliability of all SCCI was determined using Cronbach Alpha method while that of RAIT-NV was determined using KR₂₀. Administration was made on 40 respondents who were not form part of the sample size. After their responses, their scores were subjected to using KR₂₀and Cronbach alpha analysis. A reliability index of 0.71 for SCCI and 0.82 for RAIT-NV were obtained. These values indicate that the instrument is reliable enough. Administration of the instruments was done face to face using the services of assistant field researchers. They were trained on the simple technique and processes of administration. Before administration, proper instructions were given to the respondents. After their responses, the instruments were collected on the spot

The researcher used simple linear resgression and 2-way analysis of variance to analyze the data generated from the research instruments.

 

 

Result and Discussion

Research Question One: To what extent does intelligence predict science related career choice among secondary school students in Rivers State?

Hypothesis One: Intelligence does not significantly predict science related career choice among secondary school students in Rivers State.

Table 1:                 Simple linear regression of intelligence as predictor of science related career choice among secondary school students in Rivers state.

 

R	R2	Adj R2	Std. Error Unstd. B
0.054	0.003	0.001	4.25                           0.02

 

From the analysis, calculated R=0.054, R²=0.003, adjusted R²=0.001, standard error is 4.25 while the unstandardized B value is 0.02. The R²value shows that aptitude predicts only about 0.3% of science related career choice among students. Also, the unstandardized B value suggest that as the value of intelligence increases or decreases by a unit, there will be a corresponding increase or decrease of about 0.02 unit in the values of science career choices among the students

Table 2: Regression analysis summary table showing p value for the correlation.

	Sum of Sq	Df	Mean Sq	F	µ	Sig.	Result
Regression Residual Total	35.92 12169.49 12205.41	1 673 674	35.92 18.08	1.99	0.05	0.14	Insignificant Accept  Ho

From the table above, calculated F = 1.99 while the sig. value is 0.14. Hence, since Sig. value (p=0.14>0.05) is greater than 0.05 alpha, the null hypothesis is accepted. This means that intelligence does not significantly predict science related career choice among secondary school students in Rivers State.

 

 

 

 

 

Research Question Two: To what extent does gender influence intelligence as a predictor of science related career choice among secondary school students in Rivers State?

Hypothesis Two: Intelligence does not significantly predict science related career choice differently among male and female secondary school students

Table 3           Mean, standard deviation and analysis of covariance showing influence of gender on intelligence as predictor of science related career choice among secondary school students in Rivers state.

Gender	N		Std. D
Male Female Total	318 357 675	83.11 83.36 83.23	4.67 4.00 4.33

The table shows mean and standard deviation for male to be 83.11 and 4.67 while that of female is 83.36 and 4.00 respectively. The mean scores show that the intelligence of female students predicts more their choice of science related career than that of the male who had a lower mean score.

Table 4: 2-Way ANOVA showing F value and Sig. value and interaction effect of Intelligence and gender on science related career choice.

Source	Type III Sum of sq.	df	Mean sq	F	µ	Sig.	Result
Corrected Intercept Intelligence Gender Intelligence/Gender Error Total Corrected Total	3271.92 1606970.37 1861.89 5.42 1681.73 15685.72 4696130.00 18957.64	101 1 58 1 42 573 675 674	32.39 1606970.36 32.10 5.42 40.04 27.38	1.83 58702.69 1.17 0.19 1.46	0.05	0.123 0.000 0.19 0.67 0.03	Insignificant Insignificant Significant (Reject Ho)

 

From table 4, test of between subject effects reveals that type III sum of squares for the groups are 1681.73 while their error score was 15685.72.Calculated F value for intelligence was 1.17 while sig value was 0.19. Calculated F value for gender was 0.19 while sig value was 0.67. on the whole, the interaction effect of intelligence and gender had calculated F value of 1.46 and sig value of 0.03. From the Sig values, it is seen that intelligence and gender on their own are not significant predictor of science career choice among students. From the interaction effect, since sig. (p= 0.03< 0.05) is less than 0.05, the null hypothesis is rejected meaning that intelligence significantly predict science related career choice differently among male and female secondary school students.

 

Discussion

Research finding one showed that intelligence is not a significant predictor of science related career choice among secondary school students in Rivers State. This finding means that students do not go into careers because they are intelligent but because of factors that may be personal to them. This finding also show that students may have place their career interest above their influences from their friends, family and even their personal mental abilities. There maybe a lot of implication that the finding may such. One paramount among them is the fact that students may be struggling from in their chosen careers. On the other hand it could be that when students choose their science related career out of personal love and interest which is even above their intelligence, they may develop competencies and likeness to what they are doing and this could also help them to be successful. There may be a lot of factors that could be responsible for this finding. It could be that students now depend more on their interest on a particular career rather than their innate intelligence. This means that whether a student is intelligent enough to undertake a particular course or not, his decision to either undertake such a course or not will not depend on their mental ability but could be by other factors. It could be said that the result is a little bit surprising to the researcher. This is because to the best of her knowledge, individual intelligence level can actually determine the type of task in which they undertake. It was assumed that if students are not intelligent, they could choose careers of profession that will demand less mental abilities from them and vice-versa. The present study is also in support of the one reported earlier by Schmidt, Frank, and Hunter (2006) who all noted that intelligence measures predicts the task individuals decide to carry out. Also, in a longitudinal study of 3,887 young adults carried out by Dawis (1994), Intelligence was also found to predict how high up an individual. The study also showed that there are high intelligence scoring individuals in low-level occupations, but low-scoring people are unlikely to get promoted to higher levels. The present report offer contrary opinion to that reported by Davies (1994) but which also connect by establishing a relationship between intelligence and career options among individuals. The difference between the report as offered by Davies and that found out here may be due to environmental differences and cultural bias. While that of Davies was carried out in the US, the present one is carried out in Rivers state which may be the reason of such differences in findings.

Finally, finding two shows that gender has significant influence on intelligence being a predictor of science related career choice among secondary school students. This means that in selecting career based on the intelligence level of the students, consideration is also given to the gender. In other words, the finding suggests that there is a significant difference in the science related career selection of males and female students. This finding is somehow not surprising at all to the researcher. This is because real intelligent student will also consider their gender before they engage in any particular career. The finding here may come because some of the respondent are really aware of the fact that there are some career that is best fitting and which promote their gender and status more than some would. This would also mean that intelligent students go into their respective career because they want to match their career with their gender. There was also a significant difference in the career choice of male and female students in the intelligence test conducted by Schmidt, and Hunter (2000). This also is in line with the present study.

 

Conclusion

While gender independently may not be a predictor of science career choice, it has a strong interaction effect when influenced by intelligence. It is obvious that intelligence level of students is surprisingly not a significant predictor of such. Therefore, while majority of career preferences of secondary school students are done in conformity with their peers, some on the other hand are out of preference for gender. However, neglecting intelligence level totally in the choice of career by students could as well prove to be a calamity and as such, the implication for guidance counselors is that they should consider the IQ level of students though not found to be related to choice.

Recommendations

Based on the findings of the study, it is recommended that;

1. Guidance counselors should ensure that adequate aptitude tests are administered to the students even at the secondary school level in order to uncover their aptitude early. It is of no use for the universities to conduct aptitude test at the tertiary level while the student may have already chosen a career or interest area at the secondary school level. Therefore, it is also incumbent on the government to introduce this measure at the secondary school level.
2. Counselors and all others should also ensure that they counsel students and parents to encourage their children to match their intelligence level with their career to avoid a situation whereby they struggle in some career or underutilize their potentials in some
3. Students should also be guided to consider their aptitude as well as their intelligence level generally before selecting a career.
4. Teachers, parents and guardians should also encourage their children irrespective of their gender to believe in their natural abilities and always use it in making wise decisions. Female students should be encouraged to take cognizance of their intellectual abilities.

 

                                                           References

Alutu, A.N.G. (2004). Vocational guidance.Masters degree classroom lecturer notes. University of Benin.Unpublished.University of Benin.

 

Awujo, C. (2007).Child rearing patterns and career choice among secondary school students: Empirical Evidence from Rivers State of Nigeria’, Journal of Sustainable Development in Africa, 9(2).

 

Bhargava, B,K. (2017) Intelligent autonomous systems based on data analytics and machine learning.

 

Hall, D., & Chandler D. (2005). Psychological success: When the career is a calling. Journal of Organizational Behavior, 26, 155-176.

 

Iwuama B.C (1999) Foundations of guidance and counselling, Owerri, Joe Mankpa Publishers.

 

Maich, A (1995). "A hobbes dictionary". Blackwell: 305

 

Mustapha, M. &Selvaroju, M. (2015).Personal attributes, family influences, entrepreneurship education and entrepreneurship inclination among university students. Kajian Malaysia,14733(1): 155-172.

 

Ohiwerei, F.O. & Nwosu, B.O. (2009) Vocational choices among secondary school students: Issues and strategies in Nigeria. Asian Journal of Business Management 1(1): 1-5.

 

Okobiah, O.C., &Okorodudu, R.I. (2004).Issues, concepts, theories and technologies of guidance and counseling, Benin City.Ethiope Publishing.Delta.

 

Robert, S. (2005).Intelligence, race, and genetics.American psychologist, 60(1)46-59.

 

Schreuder, A. M. G. (2006). Careers: an organisational perspective. p. 187.

 

 

 

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